1. GRADE 11
DAILY LESSON LOG
School Aguinaldo J. Santos National High School Grade Level 12
Teacher Mary Ann I. Santos Learning Area General Physics 2
Teaching Week THIRD Quarter Fourth
DAY 1 DAY 2 DAY 3 DAY 4
Date Section Time Date Section Time Date Section Time Date Section Time
May 8, 2023
(Tue)
12-STEM 10:40-11:40 May 9, 2023
(Wed)
12-STEM 10:40-11:40 May 10,
2023
(Thurs)
12-STEM 10:40-11:40 May 11,
2023
(Fri)
12-STEM 10:40-11:40
I. OBJECTIVES
A. Content Standards The learner demonstrates
understanding of Alternating
current, LC circuits and other
applications of magnetic
induction.
The learners demonstrate an understanding of
electric charge.
The learners demonstrate an understanding of:
1. Law of Reflection;
2. Law of Refraction (Snell’s Law);
3. Total internal reflection; and
4. Applications of concepts of reflection,
refraction and ray optics in experiments and
real-world setting.
Applications of reflection, refraction,
dispersion, and polarization
B. Performance Standards The learners are able to use theoretical and
experimental approaches to solve multiconcept
and rich-context problems involving electricity
and magnetism.
The learners are able to use theoretical and
experimental approaches to solve multi-
concept and rich-context problems involving
Geometric Optics.
C. Learning
Competencies/Objectives
At the end of the session,
students are expected to use
analogies with the spring-mass
system to draw conclusions
about the properties of LC
circuits (STEM- GP12EM-IVb-7)
Specifically, it sought to:
1. Explain the concepts of LC
circuits
2. Sketch a cartoon strip of
the LC circuits
3. Show awareness on the
application of LC circuits
1. Solve problems involving electric
charges, dipoles, forces, fields, and
flux in contexts such as, but not
limited to, systems of point charges,
classical models of the atom,
electrical breakdown of air, charged
pendulums, control of electron and
proton beams, electrostatic ink-jet
printers. STEM_GP12EM-IIIb-14
1. Apply the Law of Reflection and Snell’s Law;
(STEM_GP12OPT-IVb-13, IVb-15)
2. Explain the conditions for total internal
reflection; (STEM_GP12OPTIVb-14) and
3. Plan and perform an experiment involving
ray optics and analyze the data – identifying
and analyzing discrepancies between
experimental results and theoretical
expectations when appropriate.
(STEM_GP12OPT-IVc-19)
Solve problems involving reflection, refraction,
dispersion, and polarization in contexts such
as, but not limited to, (polarizing) sunglasses,
atmospheric haloes, and rainbows.
STEM_GP12OPT- IVc-21
Write the LC code for each
II. CONTENT
Inductance, AC and LC Circuits Electric Charge, Coulomb’s Law, Electric
Fields and Electric Flux
2. III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
5. Other Learning Resources
IV.PROCEDURES
A. Reviewing the previous lesson or
presenting the new lesson
Review the lesson on capacitance and
capacitor.
Give the difference between capacitance
and capacitor
Review the electric field patterns of several
simple symmetric charge configurations using
the Coulomb’s Law.
B. Establishing the purpose of the
lesson
Students will watch a video presentation
about electromagnetic wave signals, such
as those of radio, TV and cellular phones
being broadcasted simultaneously in our
surroundings.
Guide Question: What circuit in these
devices enables this choice?
My favorite NO
1. Students are assigned with a
warmp up problem.
2. Express their ideas about their
problem with a Yes or No in a an
index card.
3. Group the index cards into Yes/No.
Draw the most favourite No response and
analyze in the large group discussion.
1. Light has a wave-particle duality (prepare
visual aids)
a. Discuss the history of how the wave-particle
duality of light came to be. In 1690 Christian
Huygens postulated the Wave Theory of Light,
where he defined that light is vibrating up and
down, perpendicular to the direction of the
propagation of light.
b. In 1704 Isaac Newton proposed a
Corpuscular Theory of Light, where light
consists of tiny particles called corpuscles.
c. In 1803 Thomas Young proposed his Wave
Theory of Light, which he demonstrated using
the Young’s slit interference experiment. In his
experiment, he demonstrated that two light
sources passing through slits produce
interference pattern, an alternating bright and
dark bands.
d. In 1905 Einstein proposed that light is
composed of photons, which are particles with
quantized energies.
3. C. Presenting examples/instances
of the new lesson
Students will analyze the picture of LC
circuits.
1. Guide Question: What are the
components of LC circuits?
Anticipate Responsenses:
1. Observe how the
problems/scenarios can be
explained by the charge, electric
field and forces, and other related
concepts.
2. Provide feed back based from what
have been observed.
3. Independently work their problem.
2. Waves and Rays
a. Relate the analogy of wave propagation
from a source with the propagation of water
waves as a rock drops in a body of water.
Solving context rich problems provide students
the opportunities to practice implementing the
physics concepts and techniques in realistic
scenarios.
D. Discussing new concepts and
practicing skill # 1
Qualitative Discussion
Introduce the concept of
inductance and inductor.
Discuss the idea of geometry and the
material making up the core of solenoid
determine the extent that the change in
magnetic flux.
Group Activity:
1. forms of triads or quadrants.
2. Solve problems assigned per
triads/quadrants.
3. Present the solution per
traids/quadrants to the large group
discussion.
Example Problems (to be distributed to the
students)
a. Your classmates often complain of
painful electric shock whenever they
open the door to leave the new fully
carpeted auditorium of your school.
Write a letter to the principal about
the problem explaining the physics
behind the phenomenon and
suggesting simple changes to the
auditorium (at least in the area near
the door) to prevent this nuisance.
(charging/discharging)
b. You are a fieldtrip when a
thunderstorm struck. Making matters
worse, your school bus
malfunctioned while it is in the
middle of the road traversing a wide
plain of rice fields. There is a “nipa”
hut and a mango tree near the place
you are stuck. Convince your
classmates that it is safer to stay
inside the bus while waiting for help.
(Faraday cage, charging/
discharging, conductor)
c. Your friend told you about her
problem. She bought some
replacement electronic parts for her
3. Geometric Optics (Ray Optics) Vs.
Diffraction Optics
Ray optics is valid for optical systems where
the wavelength of light is very small compared
to the size of the system, so that we can
represent light as a ray. This case focuses on
ray analysis.
Diffraction optics is valid for optical systems
where the wavelength of light is comparable to
the size of the system.
,,.
4. Application of Ray Optics on Reflection and
Refraction
a. Discuss the two types of reflection: diffuse
and specular reflections. Provide pictures or
slides, like Figures 5 and 6, for better and
faster understanding.
1. Discuss the rationale of solving context-rich
problems in physics as articulated in the
Introduction.
2. Discuss the steps or framework for problem-
solving and specify the template or distribute
the problem-solving sheet.
3. Discuss the grading system for this
particular activity. The recommended system is
to grade each step, either in equal weights in
the scale of 1 to 5 (or 1 to 10) or in unequal
weights, usually giving more premium to
analysis than to the final answer. Allocating
portions for peer- and self-evaluation in the
final grade is also recommended.
4. Group the students (the recommended
number is three to five students per group) and
arrange their seats (the arrangement should be
conducive for long discussions). Due effort
should be exerted to achieve heterogeneous
distribution of students in terms of gender and
classperformance. Encourage the students to
device a system that would allow every member
of the group to contribute to the discussion for
every step and to rotate the roles among
themselves, especially the role of secretary or
scribe.
4. personal computer a week ago and
only found out yesterday that these
were not working. When she tried to
return them to the store, the
salesman refused and told her it was
her mishandling that ruined the
electronic parts. She said that she
was careful that the devices were no
subjected to vibrations. She said all
she did was remove and throw away
the metallic film coated shipping
bags that used to contain the
devices. Explain to her why it is
possible that indeed she is at fault.
(electrostatic protection,
charging/ discharging,
conductor)
Mini-Boards:
Each groups of students while working has
mini-boards. As they work through problems,
they can share them either with the teacher as
a class, or the teacher can walk around the
classroom and observe their work.
b. Introduce the different rays in an optical
system (incident, reflected ray and refracted
ray), as shown in the figure below.
c. Introduce index of refraction, a
dimensionless number that describes the
transmission of light through a medium. n=c/v
d. Discuss Snell’s Law to learners: important
keywords are index of refraction and speed of
light. Relate it to the electromagnetic
properties. Note that in the discussions, we
assume that the frequency f, of light is constant
in both media. This is an important assumption
since Snell’s Law is limited only for changing
media.
E. Discussing new concepts and
practicing new skill #2
Concept Mapping: Outline a concept map that
connects prior learning to the present topic.
Concept Mapping: Outline a concept map
that connects prior learning to the present
topic.
5. Total Internal Reflection
Discuss that it happens when nI>nT. At an
angle of incidence equal to the critical angle
θI=θC, there is no refracted light. As θI
exceeds the θC, all the light gets reflected in
medium 1. The critical angle may be solved
using:
5. F. Developing Mastery
(Leads to Formative Assessment)
Post It: Using only 160 character write a text
about your own learning.
Post It: Using only 160 character write a text
about your own learning.
CONTEXT-RICH PROBLEMS
1. You discovered a strange material such that
when it is made into a triangular prism, the
general order of the rainbow it produces is
BIVGROY, instead of ROYGBIV. Describe or
sketch the general shape of its dispersion
curve (index of refraction versus wavelength).
You may use seven Snell's Law equations
(one for each representative color) to justify
your dispersion curve. (dispersion, visible
spectrum)
G. Finding practical applications of
concepts and skills in daily living
Make a podcast (mp3) “radio hour” in which you
explain charge, electric field and forces, and
other related concepts relevant to many aspects
of human activities.
Make a podcast (mp3) “radio hour” in which you
explain charge, electric field and forces, and
other related concepts relevant to many aspects
of human activities.
You are in a open bazaar. A vendor tries to sell
to you a pair of polarizing sun glasses. Describe
an experiment that you can quickly perform to
verify the claim of the vendor. (transverse
versus longitudinal wave, Malus' Law,
Brewster's angle)
H. Making generalizations and
abstractions about the lesson
3 – 2 – 1 Exit Card Making: Compose a 3 – 2
– 1 Exit Card which contain the following:
3 – Things I learned today…
2 – Things I found interesting…
1 – Question I stil have
3 – 2 – 1 Exit Card Making: Compose a 3 – 2
– 1 Exit Card which contain the following:
3 – Things I learned today…
2 – Things I found interesting…
1 – Question I stil have…
Hands on Activity on Reflection and Refraction
(see Activity sheet) (60mins)
You work in a research department of a
advertising regulatory agency. A businessman
proposes to advertise "polarizing sound ear
muffler". It is supposed to work like a polarizing
sun glasses, except that instead of sun light, it
filters sound. Write a report explaining why you
recommend approval or disapproval of the said
advertisement. (transverse versus longitudinal
wave)
I. Evaluating Learning Partner Quizzes:
Answer the first question together (dyad) and
provide each other with feedback then,
Work independently on a new question
covering the same problem.
Partner Quizzes:
1. Answer the first question together
(dyad) and provide each other with
feedback then,
Work independently on a new question
covering the same problem
Choose one from the choices to answer.
1. You are the mayor of a city. Your
constituents are anxious because, lately, the
sky in the afternoon is more reddish than
usual. They want you to explain and, if
possible, act to minimize the phenomenon.
You have access to information such as maps
of highways, residential, industrial complexes,
forest, and geological structures in your region.
Furthermore, next month, you will attend an
international conference on climate, weather
and pollution along with the mayors of your
neighbor cities and countries. (Rayleigh
scattering, atmosphere)
6. 2. You are the manager of a clothing store.
Recommend the size of the mirrors to install
such that the customers will be able to see
their full body in the changing room. (mirrors,
ray tracing)
3. Write a short semi-technical essay for a
hiker’s survival guide on the possible use of
atmospheric haloes for weather forecasting.
(dispersion, visible spectrum)
J. Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
Sections
A.) No.of learners who earned 80% on
the formative assessment
B.)No.of learners who require additional
activities for remediation.
C.)Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D.)No. of learners who continue to
require.
E.)Which of my teaching strategies
worked well? Why did these work?
F.)What difficulties did I encounter which
my principal or supervisor can help me
solve?
G.)What innovation or localized
materials did I use/discover which I wish
to share with other teachers?
Prepared by: Checked by: Approved by:
MARY ANN I. SANTOS ISABELITA S. CANOZA JAYPEE DS. ARMENION
Teacher III Assistant Principal II Principal I
